Beis Aharon School

Inspection of Beis Aharon School 83-95 Bethune Road, London N16 5ED

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Requires improvement

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils are proud members of their school. There is a strong sense of community in which pupils care for and look out for one another. Relationships between pupils and staff are warm and nurturing. Pupils enjoy school, and this shows in their very high attendance.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Pupils are focused in lessons and have a positive attitude toward their learning. Pupils learn well across the curriculum.

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What is it like to attend this school?

Pupils behave well. Starting from the early years, expectations and routines are known and understood. Classrooms are purposeful, and pupils move around the school calmly. They are responsive to instructions and know what is expected of them. At social times, pupils play happily and enjoy their time together, taking part in games such as football and chess.

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What is it like to attend this school?

Pupils are well prepared for life in modern Britain. The school’s focus on developing pupils’ character weaves through all aspects of school life. Pupils enjoy being recognised for demonstrating key values that they have been taught through the school’s ‘reward card’. These values support pupils to become positive citizens of society. Pupils also contribute to the local community through events such as singing in the local care home.

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better?

The proprietor and governing body, leaders and staff are all highly ambitious for the pupils at this school. They have a shared commitment and drive to provide the best possible education for pupils. Staff benefit from regular and ongoing training and professional development. They feel well supported and are proud to be part of the school community. The proprietor and governing body know the school well. They carry out their role effectively. This includes ensuring that the school meets its statutory obligations, such as compliance with the Equality Act 2010 and the independent school standards (the standards).

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better?

The school works in close partnership with parents and carers. Pupils’ emotional and academic needs are closely tracked. Swift action is taken to overcome any barriers. This means that pupils with special educational needs and/or disabilities (SEND) are quickly identified and appropriate support is put in place to meet their needs. Staff adapt the curriculum teaching where needed so that pupils with SEND are fully included in school life and successfully learn alongside their peers.

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better?

Children in the early years enjoy the wide range of learning opportunities available to them. Carefully considered activities support their development well and ensure their readiness for the next stage of education. The school complies with the statutory requirements of the early years foundation stage. 24 to 26 June 2025 The school’s curriculum is broad and balanced. It meets the requirements of the standards. It has been carefully designed, so its ambition is comparable to the expectations of the national curriculum and also meets the needs of this school community. The curriculum identifies the key knowledge and skills that pupils need to learn and when. It is delivered through a series of coherent and well-sequenced lessons. Across the curriculum, teachers’ subject knowledge is typically secure. However, sometimes, the teaching approaches used do not support pupils’ learning as effectively as they could. For example, new learning is not explained clearly

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better?

enough, or pupils have insufficient opportunities to practise and apply what they are being taught. Also, at times, the checks on pupils’ understanding are not precise enough. This means that sometimes, errors or misconceptions are not identified and addressed. This hinders pupils from developing a deep understanding of what they are being taught.

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better?

Pupils at this school speak English as an additional language. The school has rightly prioritised the teaching of phonics and early reading to enable pupils to access the full curriculum. This starts in the early years, where the youngest children explore the sounds around them. As they move into the Reception Year, children learn the sounds that letters make. Pupils build on this through reading books that match the sounds they have been taught. Where needed, extra support is put in place. This helps pupils become confident and fluent readers over time. The school inspires a love of reading, for example through dedicated storytelling sessions in the early years and carefully selected texts in the English curriculum.

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better?

The provision for pupils’ personal development is well considered and forms the fabric of much of the school’s work. Through the personal, social, health and economic (PSHE) education curriculum, pupils learn about the core themes of relationships, health and well-being, and living in the wider world. Pupils explore their emotions and are taught how to keep safe online. They also explore their options for adulthood and jobs they may like to do. Pupils contribute to their community through their allocated jobs, which they take seriously. This supports them in being prepared for life beyond school.

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better?

Pupils develop an understanding of fundamental British values and that people will have different beliefs from their own. ‘Everyone living peacefully’ and mutual respect are key themes that guide the school’s work to develop pupils’ character and promote positive behaviour.

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better?

Pupils’ learning is enriched through a variety of educational visits and specific events. For example, older pupils learn about personal safety and the move on to secondary school. Trips to the local wildlife area and the residential excursion to Bournemouth are particular highlights for pupils. These support pupils to have first- hand experiences of the wider world and to develop their independence.

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Safeguarding

The arrangements for safeguarding are effective. 24 to 26 June 2025

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(Information for the school and proprietor)

 Sometimes, the teaching strategies used do not maximise pupils’ learning. This means that, on occasions, pupils do not have enough opportunities to practise their learning or do not benefit from clear explanations of what is being taught. The school should further develop teaching strategies to support pupils’ learning.  At times, the way pupils’ understanding is checked does not provide a clear view of which pupils have understood the concept being taught. As a result, pupils’ errors in understanding or misconceptions are not picked up and addressed. This hinders pupils from developing a deep understanding of subject content. The school should ensure teaching checks pupils’ understanding more precisely so that errors and misconceptions can be identified and addressed.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 24 to 26 June 2025

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School details

Email address admin@beisaharonschool.co.uk

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School details

Date of previous inspection 7 to 9 November 2023 24 to 26 June 2025

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Information about this school

 This is an independent day school for boys aged three to 13. The school has an Orthodox Jewish ethos. All pupils speak Yiddish as a first language and Hebrew as a second language. Pupils speak English as an additional language.  The school is registered to admit pupils to the age of 13, but the school does not have pupils above the age of 11. Leaders choose to operate the school as a primary school.  The school’s early years provision is located at 118 Bethune Road, London, NE16 5ED. The provision is directly opposite the main school building located at 83-85 Bethune Road, London, NE16 5ED.  The school does not make use of alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in early reading, mathematics, geography and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  Inspectors held meetings with the acting headteacher, the head of secular education and other senior leaders. The inspectors also met with the proprietor and chair of the governing body. The inspectors spoke with education consultants who work with leaders at the school.  The inspectors scrutinised a range of curriculum documents and policies, including those relating to the standards and the curriculum.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive 24 to 26 June 2025 culture around safeguarding that puts pupils’ interests first.  There were no responses to Ofsted’s online surveys for pupils. Inspectors gathered the views of pupils throughout the inspection.  There were no responses to Ofsted’s online survey for staff. Inspectors spoke with staff, including about their workload and well-being.  Inspectors also considered the free-text responses to the Ofsted Parent View survey.

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Inspection team

Julie Wright, lead inspector His Majesty’s Inspector

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Inspection team

Jo Franklin Ofsted Inspector 24 to 26 June 2025 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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